Watch this video: https://vimeo.com/187401503/e7b16fcb75
Have your students complete at least one Tynker Course that teaches programming fundamentals using block-based coding
Review how this course is different from our block coding courses in the table below
12 scaffolded, self-guided lessons, approximately one hour each
12 lesson guides (one for each lesson) that will teach you what is important to emphasize and how you should teach important concepts
Answer keys for all puzzles, quizzes, and DIY activities
Each student will need a laptop, desktop, or Chromebook computer with Internet access. If you do not have enough computers, students can pair up to work on lessons together. Courses are not supported on tablets or phones.
Part II - UI and Interaction: The second part of the course teaches students to use the canvas, background images, x-y coordinates, keyboard interaction, mouse interaction, and pen drawing.
Part III - Game Design: This final portion of the course focuses on putting together everything students have learn to build games. Students will even build several games on their own.
Block Coding Course
(e.g. Game Design 101)
Text Coding Course
How Students Code
Connect code blocks in Tynker Workshop
Write text commands in a code editor
Interactivity Level of the Modules
Highly interactive with concept introductions, guided tutorials and puzzles.
Types of Activities
Puzzles, guided tutorials, DIY projects, quizzes
Puzzles, DIY projects, quizzes
Syntax highlighting and error messages in the editor
Projects they create
None required. Completely self-paced.
Some instructor experience required.
How you assign lessons?
Classroom → Lesson tab
Classroom → Lesson tab
Your students will be able to move through modules and lessons at their own pace. As the instructor, you have access to answer keys for all puzzles and quizzes, as well as completed samples for all do-it-yourself projects. Your Gradebook allows you to check how your students are doing in real time. It includes metrics on which modules students have completed, as well as which concepts they understand or are struggling with. This information makes it easy to know where your assistance would be most helpful and provide accurate solutions and tips. For more information about setting up your class and starting to teach, check out our teacher training videos and quick-start instructor guide.
Placing one command on a line
Spelling and capitalizing the command correcting
Ending the command with open and close parentheses and a semicolon
Sequence lines of code to solve puzzles
Understand the errors messages that appear in their code to fix syntax errors
Debug their puzzle solutions
Use proper naming conventions to name identifiers:
Name identifiers without using reserved words
Command: A command is an instruction that you give the computer. For these puzzles, students will use commands like “forward()” and “turnLeft()” to communicate with the puzzle.
Identifier: Whenever you declare a function, variable, or data structure, you need to give it a unique name that you can refer to later. This unique name is an identifier. There are certain rules governing how you can name an identifier. For example, they cannot be reserved words (such as “var”), they must begin with a letter, and they cannot contain certain symbols like exclamation marks, hyphens, periods, or commas.
Why is it important that programmers follow the same conventions for naming things in code?
What is an algorithm? How does solving a puzzle in Tynker require creating an algorithm?
Have students write out valid and invalid identifiers and quiz each other on which ones are acceptable.
CCSS-Math Standards: HSN.Q.A.1, HSN.Q.A.2, HSN.Q.A.3
CCSS-ELA Standards: 9.RI.3, 10.RI.3, 9.RI.6, 10.RI.6, 9.RI.10, 10.RI.10, 9.L.3, 10.L.3, 9.L.6, 10.L.6
CSTA Computer Science Standards: L3:CT.1, L3:CT.3, L3:CPP.2, L3:CPP.4, L3:CPP.6
UK equivalent grade/class - Year 7 +
Key Stage 3
design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
understand several key algorithms that reflect computational thinking (for example, ones for sorting and searching); use logical reasoning to compare the utility of alternative algorithms for the same problem
use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures(for example, lists, tables or arrays); design and develop modular programs that use procedures or functions
understand simple Boolean logic(for example, AND, OR and NOT) and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers(for example, binary addition, and conversion between binary and decimal)
understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
Key Stage 4
develop their capability, creativity and knowledge in computer science, digital media and information technology